THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUE
Abstrak Penelitian ini meneliti hubungan antara strategi belajar siswa dan pencapaian menulis mereka dengan menggunakan Process Approach dalam teknik Think-Pair-Share (TPS). Penelitian ini melibatkan siswa kelas tujuh. Tes menulis dan kuesioner digunakan untuk menilai strategi belajar siswa. Metod...
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Universitas PGRI Sumatera Barat
2025-05-01
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| Online Access: | https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/9328 |
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| author | Nirmala Bestari Agustinus Bambang Setiyadi Flora Flora |
| author_facet | Nirmala Bestari Agustinus Bambang Setiyadi Flora Flora |
| author_sort | Nirmala Bestari |
| collection | DOAJ |
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Penelitian ini meneliti hubungan antara strategi belajar siswa dan pencapaian menulis mereka dengan menggunakan Process Approach dalam teknik Think-Pair-Share (TPS). Penelitian ini melibatkan siswa kelas tujuh. Tes menulis dan kuesioner digunakan untuk menilai strategi belajar siswa. Metode penelitian kuantitatif diterapkan dengan menggunakan Korelasi Pearson Product-Moment untuk menganalisis hubungan antara strategi belajar dan pencapaian menulis. Hasil penelitian menunjukkan adanya korelasi positif yang kuat, yang mengindikasikan bahwa siswa yang menerapkan strategi belajar yang efektif cenderung memiliki pencapaian menulis yang lebih baik. Strategi metakognitif memainkan peran paling signifikan dalam meningkatkan keterampilan menulis, diikuti oleh strategi sosial, yang juga menunjukkan korelasi yang kuat dan positif. Sementara itu, strategi kognitif memiliki korelasi terlemah, yang mengindikasikan bahwa siswa mungkin memerlukan bimbingan yang lebih terstruktur untuk menerapkannya secara efektif. Temuan ini menekankan pentingnya dukungan yang terstruktur dan umpan balik dari guru untuk meningkatkan pencapaian menulis siswa.
Abstract
This study examines the relationship between students' learning strategies and their writing achievement using the Process Approach in the Think-Pair-Share (TPS) technique. The study involved seventh-grade students. Writing tests and questionnaires were used to assess students’ learning strategies. A quantitative research method was employed, using Pearson Product-Moment Correlation to analyze the correlation between learning strategies and writing achievement. The results reveal a strong positive correlation, indicating that students who employ effective learning strategies tend to better in writing achievement. Metacognitive strategies played the most significant role in improving writing skills, followed by social strategies, which also showed a strong and positive correlation. Meanwhile, cognitive strategies had the weakest correlation, suggesting that students may require more structured guidance to apply them effectively. These findings highlight the need for structured support and teacher feedback to enhance students’ writing achievement. |
| format | Article |
| id | doaj-art-ef74d46a27ad4c72b2c4bc32324d4e22 |
| institution | DOAJ |
| issn | 2442-7608 2502-7468 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Universitas PGRI Sumatera Barat |
| record_format | Article |
| series | Tell-us Journal |
| spelling | doaj-art-ef74d46a27ad4c72b2c4bc32324d4e222025-08-20T03:07:34ZengUniversitas PGRI Sumatera BaratTell-us Journal2442-76082502-74682025-05-0111118719610.22202/tus.2025.v11i1.93283957THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUENirmala Bestari0Agustinus Bambang Setiyadi1Flora Flora2University of LampungUniversity of LampungUniversity of LampungAbstrak Penelitian ini meneliti hubungan antara strategi belajar siswa dan pencapaian menulis mereka dengan menggunakan Process Approach dalam teknik Think-Pair-Share (TPS). Penelitian ini melibatkan siswa kelas tujuh. Tes menulis dan kuesioner digunakan untuk menilai strategi belajar siswa. Metode penelitian kuantitatif diterapkan dengan menggunakan Korelasi Pearson Product-Moment untuk menganalisis hubungan antara strategi belajar dan pencapaian menulis. Hasil penelitian menunjukkan adanya korelasi positif yang kuat, yang mengindikasikan bahwa siswa yang menerapkan strategi belajar yang efektif cenderung memiliki pencapaian menulis yang lebih baik. Strategi metakognitif memainkan peran paling signifikan dalam meningkatkan keterampilan menulis, diikuti oleh strategi sosial, yang juga menunjukkan korelasi yang kuat dan positif. Sementara itu, strategi kognitif memiliki korelasi terlemah, yang mengindikasikan bahwa siswa mungkin memerlukan bimbingan yang lebih terstruktur untuk menerapkannya secara efektif. Temuan ini menekankan pentingnya dukungan yang terstruktur dan umpan balik dari guru untuk meningkatkan pencapaian menulis siswa. Abstract This study examines the relationship between students' learning strategies and their writing achievement using the Process Approach in the Think-Pair-Share (TPS) technique. The study involved seventh-grade students. Writing tests and questionnaires were used to assess students’ learning strategies. A quantitative research method was employed, using Pearson Product-Moment Correlation to analyze the correlation between learning strategies and writing achievement. The results reveal a strong positive correlation, indicating that students who employ effective learning strategies tend to better in writing achievement. Metacognitive strategies played the most significant role in improving writing skills, followed by social strategies, which also showed a strong and positive correlation. Meanwhile, cognitive strategies had the weakest correlation, suggesting that students may require more structured guidance to apply them effectively. These findings highlight the need for structured support and teacher feedback to enhance students’ writing achievement.https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/9328process approach, think pair share technique, learning strategies, writing achievement |
| spellingShingle | Nirmala Bestari Agustinus Bambang Setiyadi Flora Flora THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUE Tell-us Journal process approach, think pair share technique, learning strategies, writing achievement |
| title | THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUE |
| title_full | THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUE |
| title_fullStr | THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUE |
| title_full_unstemmed | THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUE |
| title_short | THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUE |
| title_sort | correlation between learning strategies and students writing achievement through process based approach in the think pair share technique |
| topic | process approach, think pair share technique, learning strategies, writing achievement |
| url | https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/9328 |
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